의학교육논단 (Korean Medical Education Review)

  • 제22권2호
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  • Pages.57-66
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  • 2020
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  • 2092-5603(pISSN)
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  • 2093-6370(eISSN)
연세대학교 의과대학 (Yonsei university college of medicine)
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인지주의 교수학습 전략과 의학교육에서의 적용

The Application of Cognitive Teaching and Learning Strategies to Instruction in Medical Education

  • 여상희 (경북대학교 의과대학 의학교육학교실)
  • Yeo, Sanghee (Department of Medical Education, School of Medicine, Kyungpook National University)
  • 투고 : 2020.05.09
  • 심사 : 2020.06.24
  • 발행 : 2020.06.30
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초록

The purpose of this study was to examine teaching strategies from cognitive learning theory applied to medical education and to present specific applications of the strategies and cases. The results of this study yielded (1) seven teaching strategies and specific sample activities that instructors can use based on learning processes in medical schools; (2) nine instructional events to which cognitive learning strategies were applied; (3) principles of curriculum design from a cognitive perspective; and (4) instruction cases employing cognitive teaching strategies. Cognitive learning theory has two implications: first, if instructors in medical schools apply the results of the study to design a class and curriculum, it would be possible for them to minimize cognitive loading of the learners that may stem from ineffective teaching strategies or curricula; second, cognitive teaching strategies that seek improvement in thinking skills could provide useful teaching strategies for medical education, which aims to develop experts with high-level thinking processes. In this sense, cognitive learning theory is not an out-of-date learning theory, but one that can be effectively applied in current medical education.

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